• Cobb described an example where he and his colleagues bricolaged a framework using multiple theoretical perspectives (pp. 28-31). What are other exemplary examples of this process of using multiple theoretical perspectives? (AJ)
• What, how prominent, and under what description, is the role of artifacts for each of the theoretical perspectives? (AJ)
• Table 1.1 offers a summary of the characterization of the individual, usefulness, and limitations for the four theoretical perspectives (p. 28). For example, what are ways we might expand, extend, or change Table 1 on p. 28? (AJ)
• What are some examples of the types of questions that may be asked in designs using these perspectives? (AJ) (DS)
• How does Cobb's discussion of pragmatic realism (pgs 11-13) fit within his larger point? I missed the importance of this section. (DS)
• Under Distributed Cognition, how does Cobb view that as delegitimizing cognitive analysis of specific students' reasoning? I understand the statement if you replace delegitimize with de-emphasize. I am not clear on how it delegitimizes. (DS)
Cobb's work considers the notion of instructional design, and he speaks about mathematics education as a design science. How does Cobb's discussion of instructional design compare and contrast with other authors' characterizations of the notion of curriculum? (JK)
• Cobb described an example where he and his colleagues bricolaged a framework using multiple theoretical perspectives (pp. 28-31). What are other exemplary examples of this process of using multiple theoretical perspectives? (AJ)
• What, how prominent, and under what description, is the role of artifacts for each of the theoretical perspectives? (AJ)
• Table 1.1 offers a summary of the characterization of the individual, usefulness, and limitations for the four theoretical perspectives (p. 28). For example, what are ways we might expand, extend, or change Table 1 on p. 28? (AJ)
• What are some examples of the types of questions that may be asked in designs using these perspectives? (AJ) (DS)
• How does Cobb's discussion of pragmatic realism (pgs 11-13) fit within his larger point? I missed the importance of this section. (DS)
• Under Distributed Cognition, how does Cobb view that as delegitimizing cognitive analysis of specific students' reasoning? I understand the statement if you replace delegitimize with de-emphasize. I am not clear on how it delegitimizes. (DS)